Design, Implementation, and Evaluation of Novel Discussion Exercises for First-Year Chemistry Students

TCE

The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 7 Issue 6 (2002) pp 329-333

Design, Implementation, and Evaluation of Novel Discussion Exercises for First-Year Chemistry Students

Jessica R. King, William J. F. Hunter* and Lisa F. Szczepura*

Department of Chemistry, Campus Box 4160 Illinois State University, Normal IL 61790, whunter@xenon.che.ilstu.edu
Received December 17, 2001. Accepted October 18, 2002

Published online: 6 November 2002

Abstract. In the Fall of 1999, Illinois State University (ISU) piloted a new General Chemistry I course. This course now includes cooperative learning exercises that were developed and implemented in biweekly discussion sections over the past four semesters. We now have discussion exercises all taught by six different tenured and tenure-track faculty members. This study focuses on the effect on student behaviors and learning in General Chemistry I. Data were obtained from student surveys, student interviews, instructor feedback, and examination results. The results obtained in this study show that student interest in chemistry can be maintained or increased by the incorporation of cooperative learning into the general chemistry curriculum. In addition, this cooperative learning approach promoted attendance, was enjoyable for many students, and seemed to have some positive effect on achievement.

Key Words: In the Classroom; general chemistry; cooperative learning

(*) Corresponding author. (E-mail: whunter@xenon.che.ilstu.edu)

Article in PDF format (201 KB) HTML format

The Student Survey for the module “Nomenclature of Everyday Chemicals” and the end-of-semester student survey are available as supporting materials (101 KB) 10.1007/s00897020626b.